Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior

Autor/inn/en	Scheeler, Mary Catherine; McAfee, James K.; Ruhl, Kathy L.; Lee, David L.
Titel	Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior
Quelle	In: Teacher Education and Special Education, 29 (2006) 1, S.12-25 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	Preservice Teachers; Student Behavior; Disabilities; Special Education Teachers; Classrooms; Special Needs Students; Teaching Methods; Teacher Education; Student Reaction; Teacher Effectiveness; Academic Achievement; Teacher Supervision + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Schülerkritik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung
Abstract	In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term contingency trials. Participants were five preservice special education teachers working on academic skills with students with special needs in elementary and middle school classrooms. Corrective, immediate feedback was shown to be an effective way to increase completion of three-term contingency trials by teachers. During baseline, percentage of completion ranged from 30-92. With corrective, immediate feedback, all five teachers reached criterion level of 90% completion. Overall, mean percentage of correct student responses increased 3 to 17 percentage points over baseline results for four of the five teachers. All teachers rated the method as beneficial. Implications for practice are discussed. (Contains 2 figures.) (Author).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10